Can’t teach a student who doesn’t want to learn
The Jan. 27 article by Lynne K. Varner again indicated consideration for evaluation of teachers and that student-performance data will be used [“A showdown’s coming at the education-reform corral,” Opinion]. Certainly the performance of students should be used in evaluating the effectiveness of schools, but should teachers’ performance be used as well?
Are teachers the only variable in the performance of students? Hardly. The best teacher in the country can’t teach a student who simply doesn’t want to learn — so student motivation is critical. Family support and encouragement to learn are similarly crucial pieces in performance.
The school environment and ethos are extremely important as well. Does the school expect students to learn? Do they have an environment conducive to learning? Does the school value “social adjustment” more than rigorous learning? Does the school support teachers or simply kowtow to loud parents? All of these affect student performance and should be given strong consideration in developing any “solution” to the education problem.
By the way, competition isn’t always a bad thing and properly authorized and monitored charter schools should be given serious consideration.
— Howard Mount, Poulsbo